The role of common knowledge in achieving collaboration across practices

Learning Culture and Social Interaction, Journal Year: 2012, Volume and Issue: 1(1), P. 22 - 32

Published: March 1, 2012

Language: Английский

---

Personal epistemologies, work and learning

Educational Research Review, Journal Year: 2009, Volume and Issue: 4(3), P. 210 - 219

Published: Jan. 1, 2009

Language: Английский

---

How do novice teachers in Finland perceive their professional agency?

Teachers and Teaching, Journal Year: 2015, Volume and Issue: 21(6), P. 660 - 680

Published: June 15, 2015

This study investigated novice teachers' perceptions of their professional agency during the initial years work in schools. The research questions were: (i) How do teachers perceive within work, and what they see as main restrictions resources affecting that agency? (ii) construction renegotiation identities, sense In theoretical terms, we adhere to a subject-centered sociocultural approach. implies understanding subjects active agents from developmental perspective, with attention also given identities. this were 13 qualified primary-level class who had worked one five Finnish primary Data open-ended interviews analyzed using thematic analysis. findings indicated all perceived strong opportunities apply develop pedagogical practices classroom. However, much weaker regards social management When entered into practical school context, most them became aware would have renegotiate involved re-assessing ideals ethical standards. major constraint emerged lack competence providing support for children's psychological well-being. role principal was seen crucial schools: acting resource but on teacher's agency, both at individual levels. addition, close collaboration other difficult everyday situations survival context. provides insights challenges constraints need first work.

Language: Английский

---

Teachers’ professional agency and learning – from adaption to active modification in the teacher community

Teachers and Teaching, Journal Year: 2015, Volume and Issue: 21(7), P. 811 - 830

Published: March 18, 2015

The aim of this study was to examine teacher learning in terms teachers' professional agency the community school. Altogether 2310 Finnish comprehensive school teachers completed a survey. Results showed that active efforts learn and promote development cannot be explained, hence reduced, single behavioral attribute. findings indicated consists several elements including: skills, efficacy beliefs, motivational factors, which entail transforming one's teaching practices, experiencing collective efficacy, constructing positive interdependency, appreciation mutual agreements, using strategies help-seeking. investigation also suggests use modifying is characteristic both teacher's as well employed reduce stress.

Language: Английский

---

A sociocultural view of doctoral students' relationships and agency

Studies in Continuing Education, Journal Year: 2010, Volume and Issue: 32(2), P. 103 - 117

Published: July 1, 2010

Existing literature suggests that doctoral students' learning and experience are significantly influenced by their relationships with a wide range of people within beyond academic settings. However, there has been little theoretical work focused on these issues, questions agency in study need further attention. This paper draws sociocultural theory the analysis interviews conducted 33 students across four UK research-intensive universities. It focuses frames others as mediating experiences whether embodied or represented material, imaginary form.

Language: Английский

---